读后续写（Continuation writing） 读后续写。阅读下面的短文，根据所给情节进行续写,使之构成一个完整的故事。 Exercise 50 Many of us have heard stories about teachers who can“see”into a student's future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach”. If the gift of sight is evidence, how greater must be the gift of touch. I have a story. I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to Fair Oaks Elementary School, where I met Ms. Victoria Hunter, a teacher who had a huge influence on my life. During reading periods, she would walk around the room, stop at our desks, and then touch us. Without saying anything to us, she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later that teachers touch the throat of students, to check for subvocalization(默读) ,which slows down the reading speed. I was a serious and respectful student and so I did what Ms. Hunter told us to do and waited for her to place her fingers lightly on my throat. One day, out of curiosity, I raised my head from my book so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. Nothing changed. Ms. Hunter touched the same students. Always, she touched me. 注意： 1. 2. 3. 所续写短文的词数应为150左右； 应使用5个以上短文标有下划线的关键词语； 续写部分分为两段，每段的开头语已为你写好； 续写完成后，请用下划线标出你所使用的关键词。 Paragraph 1: She touched me with her hands. 4. 1 Paragraph 2: Once I visited Ms. Victoria Hunter. 一． 试题详解 1 .核心内容 文本主要内容为：一名非裔美国穷学生，每天走路去上学。六年级英语阅读课上他遇到了维多利亚老师。她通过轻轻触摸学生的喉头，不但教会了学生默读，还向学生传达了信任和期望。她的信任和期望成为学生成才的动力，她也因此成为能预见学生未来的天才教师。 2.写作思路 (1)明确故事人物关系(characters) : 故事中主要人物为非裔美国穷学生和她的小学六年级英语老师维多利亚。 (2)理清故事主要事件(events) : 非裔美国穷学生每天走路去上学，遇到加拿大白人女教师维多利亚女士。阅读课上维多利亚通过触摸学生的喉头来检查学生默读情况。我出于好奇，开始观察老师的行为和学生的反应，等待着教师来触摸自己的喉头，最终如愿以偿。 (3)根据已知人物、事件及续写段落首句预测故事发展(development) : 故事总体的发展应该是这名非裔美国穷学生因为维多利亚老师的关怀和期望，不但学会了阅读，提高了成绩，更重要的是增强了自信，获得了动力，成为很棒的学生。续写第一段:“轻轻地触摸"表达了她对我的信心，对我的期望，似乎她能预见我的未来。我们没有辜负她，都成了最棒的学生。续写第二段：我去看望维多利亚老师，她勉励我读大学，考博士，还送了我一串漂亮的项链，我于是决定一定要在人生的每一个阶段都为它增光添彩。或者我去看望维多利亚老师，邀请她参加我的大学毕业典礼，在我们的合影上她写了这样的赠语“You are the best!”，这将激励我一生！ 2 (4)结合下划线词罗列写作要点(points) : 结合下划线词和文本内容，展开尽可能丰富的想象，罗 列出尽可能多的故事发展情节。例如，第一段可以通过问以下问题来获取写作要点：How did she touch me? Why did she touch me? Can she "see" me in the future? How did she have a huge influence on us? 第二段可以问以下问题来获取写作要点：Did she still have an influence on me after I left Fair Oaks? How did she influence me by touching? What kind of touch is it? 二． 参考范文 She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, and that I would be serious about my work. I am convinced that she touched me because she could "see" me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Victoria Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students”. Once I visited Ms. Victoria Hunter . She talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life. 三、 范文解析 范文围绕文章的内容进行了合情合理的拓展。维多利亚老师对我的一生产生了巨大影响，因此第 一段写她的教育如何在我小学毕业后继续产生影响：给我自信，给我动力。不只是我，所有她教过的学生个个学业良好，表现出色。我们都是最棒的。第二段写我去看望维多利亚老师，她鼓励我读大学，考博士，还送给我一份礼物一一一串美丽的项链。我一定要在人生的每个阶段都为它增光添彩。 四、 提炼归纳 1.围绕主题，突出中心 读后续写首先要对要点进行筛选和整合，各要点需紧紧围绕主题，情节设计要突出中心。本例中维多利亚老师进行了扎实细致的阅读教学，渗透着浓浓的情感教育，给学生以信任和信心，做到了润物细无声。所以第一段应该是讲她一直关心我们，帮助我们，鼓励我们。 2.拓宽思路，巧设情节 读后续写需要拓宽思路，巧设情节。在准确把握前文的思想和内容的基础上,要合理甚至巧妙设计故事的发展和结尾，提高故事的趣味性。针对关键词来设计问题是一种比较有效的方法。本例中以维多利亚老师为表达的主体，共设计了 7个问题。通过问题我们拓宽了写作思路，在第二段设计了“我去看望老师，她鼓励我读大学，考博士，还送给我一份礼物—— 一串美丽的项链。我决心为它“增光”的情节。 3 本文来源：https://www.wddqw.com/doc/2d4b530a0366f5335a8102d276a20029bd6463e9.html